Preparing students for intentional conversations with older adults
Putting Story Theory into action
Margaret McAllister | Central Queensland University
Leanne Dodd | Central Queensland University
Colleen Ryan | Central Queensland University
Donna Lee Brien | Central Queensland University
This paper presents the findings from a study introducing nursing students to narrative production. The aim was to
use Story Theory to inspire students to intentionally collaborate with older people and produce a mini-biography of those
individuals. Narrative theory was utilised in four ways: designing an educational intervention; collecting and developing older
peoples’ life stories; framing an understanding of the meaning of the stories collected; analysing the significance of the
storytelling approach. The paper explains the study approach and findings and outlines the benefits as well as challenges that
occurred during the process. Most particularly, the anthology produced has become a tangible reminder about a clinical practice
that allowed students to meet frail aged residents and come to know them as vibrant human beings.
Keywords: Aged care, Narrative competence, Narrative analysis, Older person, Story theory, Storytelling, Life storytelling, Nurse, Student, Mini-biography
Article outline
- Introduction
- Method
- Story theory
- The educational innovation
- The process of teaching about stories
- The ways students collaboratively developed stories
- Narrative analysis
- Results
- Reader responses
- These responses indicated the anthology had value.
- Discussion
- Conclusion
-
References
Published online: 17 September 2020
https://doi.org/10.1075/ni.19096.rya
https://doi.org/10.1075/ni.19096.rya
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